School of Education

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Dean: Zoe W. Locklear

Associate Dean: Alfred Bryant

The School of Education administers the Teacher Education Program at The University of North Carolina at Pembroke. The University offers the Bachelor of Arts, Bachelor of Music, and Bachelor of Science degree with the following majors (program areas): Art Education (K-12), Birth-Kindergarten Education (B-K), Elementary Education (K-6), English Education/Language Arts (9-12, 6-9), Mathematics Education (9-12, 6-9), Middle Grades Education (6-9), Music Education (K-12), Health/Physical Education (K-12), Science Education (9-12, 6-9), Social Studies Education (9-12, 6-9), Spanish Licensure (K-12), and Special Education (K-12). Some majors (program areas) are housed in the School of Education, and some are housed in the College of Arts and Sciences.

The School of Education also has six departments: Educational Leadership and Counseling; Educational Specialties; Elementary Education; Health, Physical Education, and Recreation; Aerospace Studies; and Military Science. The Department of Elementary Education offers the Bachelor of Science degree in Elementary Education and a graduate degree in Elementary Education (M.A.Ed.). The Department of Educational Specialties offers the Bachelor of Science degrees in Birth-Kindergarten Education and Special Education and a graduate degree in Reading Education (M.A.Ed.). The Department of Educational Leadership and Counseling offers graduate degrees in Clinical Mental Health Counseling (M.A.Ed.), Professional School Counseling (M.A.Ed.), and School Administration (M.S.A.). The Department of Health, Physical Education, and Recreation offers the Bachelor of Science degree with majors in Athletic Training, Health/Physical Education Licensure, and Exercise and Sport Science with tracks in Health Promotion, Recreation, Exercise Physiology, and Sport Management. The Department of Aerospace Studies prepares cadets for active duty as Air Force Officers through the General Military Course (GMC) and the Professional Officers Course (POC). The Department of Military Science offers the Army ROTC Basic and Advanced Courses which lead to second lieutenant commissions in the U.S. Army

The University of North Carolina at Pembroke also offers the Master of Arts (M.A.) and Master of Arts in Teaching (M.A.T.) degrees in Art Education (K-12), English Education (9-12, 6-9), Mathematics Education (9-12, 6-9), Music Education (K-12), Physical Education (K-12), Science Education (9-12, 6-9), and Social Studies Education (9-12, 6-9). For more information about graduate programs in education, see the School of Graduate Studies and Research  section of this catalog.

Teacher Education Program

Director: Zoe W. Locklear

Theme: Preparing professional educators who are committed, collaborative, and competent

(U) = Undergraduate; (G) = Graduate; (AO) = Add-On

Teacher Education Program Vision Statement

By holding ourselves to high standards of professional excellence and professional integrity, by caring for the personal and professional well-being of the teacher candidates in our undergraduate community and the career professionals in our graduate community, we will make sound judgments about the design and delivery of professional development programs in an environment of mutual trust and common commitment to public school children and their families.

Teacher Education Program Mission Statement

Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke Teacher Education Program has as its mission to develop and nurture competent and caring communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship among theory, practice, and reflection compels them to actively influence positive change with sensitivity and integrity. The UNCP Teacher Education Program shares the University’s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service.

Teacher Education Program Diversity Position Statement

In congruence with the mission of the University of North Carolina at Pembroke in providing the setting and environment for the University experience and to graduate students prepared for global citizenry, the Teacher Education Program at UNCP is committed to the development of educators who embrace the diversity of ideas, learning styles, racial and ethnic differences, and gender issues of differences and who possess the knowledge, skills, and dispositions necessary to promote living and learning in a global society. To this accomplishment the Teacher Education Program will seek to

1. recruit students from among diverse backgrounds, cultures, and races;
2. recruit faculties from among diverse populations who possess a knowledge base for teaching diverse populations;
3. develop, teach, and assess a curriculum that embraces learning and teaching for diverse populations; and,
4. provide (field) experiences and clinical settings which enable students to test, adapt, and adopt paradigms of learning for diverse populations.

Basic Tenets of the Conceptual Framework

The UNCP Teacher Education Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s primary responsibility in that noble effort is to prepare competent and collaborative professional educators committed to the democratic mission in public education.

Commitment

Public schools exist for the purpose of making equal access a reality for all children regardless of race, ethnicity, socioeconomic status, language, gender, religion, sexual orientation, or exceptionality. Success in school is critical to the quality of future life for individuals as well as the health and vitality of our democratic nation. Therefore, professional educators-classroom teachers, specialists, administrators, and school counselors-significantly influence the shape of that future for P-12 learners in our nation’s public schools. Such serious responsibility for the well-being of others requires an equally serious commitment from professional educators on several levels.

First, professional educators must be committed to the mission of public schooling in a culturally diverse, democratic society. Professional educators respect the dignity of all children, their families, their cultures, and their communities and care deeply about each child’s academic success, health, and well-being. Second, professional educators must be committed to high standards for students. Professional educators believe that all students can learn and set high expectations for all learners. They create safe, secure, and supportive learning environments designed to meet the needs of diverse learners. Third, professional educators must be committed to high standards for themselves. They are personally invested in their professional work and continuously engaged in critical self-reflection about their own effectiveness at performing that work. They are committed to lifelong learning and continuous professional development over the span of a career. Fourth, professional educators are committed to the profession. They are proud to serve their communities as educational leaders and advocate for the profession in all interactions. They affiliate with various professional organizations at the district, state, and national levels.

Collaboration

Public schooling is a complex social institution involving multiple branches of local, state, and national governments, the general public, special interest groups, numerous national professional organizations, accreditation agencies, business partners, civic organizations, and millions of classroom teachers, administrators, service professionals, specialists, support staff, students and their families. Collaboration among all of the stakeholders in public education is essential for success. The UNCP Teacher Education Program nurtures the development of professional educators who understand the importance of collaboration in the public school culture and who work productively with others in various collaborative endeavors for the welfare of P-12 learners.

Professional educators must collaborate with others in the community of learners. They understand the constructivist principle of creating shared knowledge, learn how to work as a team on group projects in their classes, and develop a repertoire of cooperative learning strategies. Professional educators must learn how to collaborate with other professionals in the school community. They plan collaboratively with cooperating teachers, grade-level teams, resource teachers, curriculum specialists, and embrace opportunities to team teach. Experienced professionals lead collaborative efforts for whole school improvement. Professional educators collaborate with students’ families and other caregivers. They understand that the partnership between school and home has a positive impact on the child’s success in school. They communicate regularly with parents about what is going on in the school and invite them to actively participate in the school community. Professional educators collaborate with others in the community. They secure partnerships with businesses, civic organizations, nonprofit groups, and committed individuals in the district, state, and nation to support special educational initiatives for the benefit of P-12 learners.

Competence

The UNCP Teacher Education Program prepares professional educators who are competent. They possess the knowledge, skills, and dispositions needed to perform their entry level and advanced roles and responsibilities in the public schools effectively. Competent professional educators promote positive learning outcomes for ALL students. Understanding the critical connections among theory, research, and practice, their work is grounded in a defensible, well-developed conceptual framework based on the tenets of constructivism. Competent professional educators know how to use critical self-reflection on those connections to learn from direct experience and continuously improve  their effectiveness. They know how to secure and use various technological resources to enhance student learning, service delivery, communication, and administration. Competent professional educators embrace cultural diversity. They know the students for whom they are responsible and how to accommodate the needs of diverse learners in a positive, caring environment. They value the role of the family in the child’s education and know how to work  cooperatively with parents and other caregivers for the child’s benefit. Competent professional educators provide leadership wherever it is needed, always alert for opportunities to use their individual strengths to promote public education and those it serves.

Specific guidelines for defining professional competence are prescribed by the North Carolina State Board of Education, as the body authorized to govern licensure credentials for professional educators, and The University of North Carolina Board of Governors, the body authorized to govern the award of academic degrees for the University of North Carolina system. North Carolina State licensure requirements are aligned with the professional organization standards of the respective licensure area. Specific guidelines defining professional competence are also prescribed by the National Council for the Accreditation of Teacher Education (NCATE), an external accreditation agency.

In summary, UNC Pembroke prepares committed, collaborative, and competent professional educators who are responsive to equity and diversity; who are knowledgeable, effective, and reflective; and who provide leadership in the classroom, school, and profession.

Teacher Education Program Organization

The Teacher Education Program at UNCP is a cross-disciplinary program, guided by the Teacher Education Committee and administered by the Dean, School of Education. Some licensure areas or majors are housed in the School of Education and some are housed in their respective academic departments in the College of Arts and Sciences. Information about Teacher Education Program policies and procedures, licensure and testing requirements, special programs, and resources appears in this section.

Teacher Education Committee

The Teacher Education Committee is the University-wide committee responsible for overseeing all teacher education programs. Its specific functions include establishing teacher education policies, reviewing all proposed changes to teacher education curriculum, reviewing proposed teacher education programs, reviewing the professional studies component of the program, approving applicants to the Teacher Education Program, approving applicants for the professional semester, assuring compliance with state and national accreditation standards, and considering other matters related to teacher education. For a comprehensive description of the Teacher Education Committee  organization and function, see the Teacher Education Program Policy Manual and the UNCP Faculty Handbook.

Accreditation and Licensure

All teacher education licensure programs are accredited by the National Council for Accreditation of Teacher Education (NCATE), the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and the North Carolina State Board of Education. The North Carolina Department of Public Instruction issues licenses to teach in the public schools of North Carolina. Requirements for licensure are established by the NC State Board of Education and are subject to change. Accreditation provides for reciprocal licensure with other states that recognize interstate reciprocity agreements.

NC State Licensure Examination Requirement

All persons qualifying for licensure in North Carolina in the areas of Elementary Education, Birth-to-Kindergarten Education, and Special Education must pass the designated Praxis II specialty area test(s), as required. Alternative licensure teachers must meet Praxis II requirements as defined by current NC State Board of Education policy. See the program director for information about licensure exam requirements for graduate programs.

The School of Education must receive an official copy of satisfactory scores before a recommendation for licensure can be forwarded to the NC State Department of Public Instruction. Candidates should have their scores sent directly to the University by the testing company. Candidate copies are not accepted. Applications and information about the Praxis II tests are available at the Educational Testing Service website at www.ets.org.

Alternative Routes to Licensure

The UNCP Teacher Education Program offers two alternative pathways to licensure:

• Licensure-only-available in all licensure areas offered by the unit
• Master of Arts in Teaching Program-specializations in art education, middle grades education, music education, physical education and secondary English education, mathematics education, science education, and social studies education. More information about this pathway can be found in the School of Graduate Studies section of the catalog.

Licensure‑Only

The North Carolina Department of Public Instruction issues licenses to teach in the public schools. Individuals who already possess a baccalaureate degree must satisfy individually determined requirements for licensure based on previous study and professional experiences. Candidates must apply to UNCP and must have earned a degree from a regionally accredited college or university. In determining requirements for licensure-only candidates, consideration will be given to alternative means of demonstrating the knowledge and competencies for licensure. Licensure-only students are subject to the same Teacher Education Program admission and continuation regulations as degree‑seeking students. Additional information is available from the School of Education.

Licensure-only candidates who have an overall Quality Point Average (QPA) of 2.5 at the time the degree was awarded may request a Plan of Study (POS) that is developed based upon his/her educational background and intended licensure area. Official transcripts from each institution attended must accompany the request. Based upon review of the transcript(s) by the School of Education Licensure Office and the appropriate program coordinator, a Plan of Study is developed. Upon successful completion of the prescribed POS, the student may apply for licensure recommendation from The University of North Carolina at Pembroke.

An In-Focus Plan of Study is for licensure-only students who do not have an overall QPA of 2.5 at the time the degree was awarded. Eligibility requirements for an In-Focus Plan of Study are as follows:

• hold at least a bachelor’s degree from a regionally accredited college or university;
• meet the state established scores on Praxis I, SAT, or ACT;
• have an overall grade point average of 3.0 on a minimum of fifteen (15) semester hours of coursework taken at UNCP relative to licensure (professional studies core, content pedagogy, and essential standards);
• complete a Request for a Plan of Study (POS) form;
• submit an official transcript.

To be admitted into the Teacher Education Program, In-Focus students must have:

1. earned a “C” or better in EDN 2100 (Introduction to Education);
2. earned a grade of at least a “C-” (“C” if the course was repeated) in all professional studies core, content pedagogy, and essential standards courses completed at the time of admission;
3. at least a 2.5 cumulative QPA on a 4.0 scale on all prior college/university course work;
4. satisfactorily completed an admission to the Teacher Education Program interview and;
5. completed a Candidate for Professional Licensure (CPL) form.

An alternative to the QPA requirement (#3 above) provides that In-Focus students must have:

• earned a QPA of 3.0 on a minimum of fifteen (15) hours of course work taken at UNCP relative to licensure (professional studies core, content pedagogy, and essential standards courses)

Another option available for licensure-only students is to have a Plan of Study developed by one of North Carolina’s Regional Alternative Licensure Centers (RALCs). The Plan of Study includes a list of competency areas that the candidate must fulfill to clear his/her license. Upon completion of the specified requirements, the candidate may be recommended for licensure by the RALC. In order for licensure-only students to take courses at UNCP, the candidate must complete an application, which is available from the School of Education website, www.uncp.edu/soe, or from the School of Education Licensure Office. Candidates who have a Plan of Study through RALC will not be eligible for licensure recommendation from UNC Pembroke. Candidates should contact their Local Education Agency (LEA) when they are ready to clear their license.

Special Resources and Facilities

The Curriculum Laboratory: The Curriculum Laboratory, housed in the Educational Center, is an essential part of the Teacher Education Program. It contains professional and instructional materials supporting all licensure programs in the Teacher Education Program. The Laboratory has textbooks used in P - 12 schools with supporting technological resources, teaching units, North Carolina Standard Course of Study, instructional media and equipment, professional journals, curriculum outlines, Praxis I review materials, and equipment and resources for the construction of instructional materials.

Policies and Procedures Applicable to Undergraduate Initial Teacher Licensure Programs

Standards for Undergraduate Initial Teacher Licensure Programs

The Teacher Education Program is designed to prepare all undergraduate candidates to meet or exceed the North Carolina Professional Teaching Standards adopted by the Teacher Education Committee in collaboration with public school partners. The Standards are presented in the UNCP Teacher Education Program Teacher Candidate Handbook, the Teacher Education Policy Manual, the Teacher Education Program Internship Handbook, and the Teacher Education Program website.

Curriculum for Undergraduate Initial Teacher Licensure Programs

The program of study, or curriculum, for undergraduate teacher education majors is comprised of four components: General Education, Essential Standards (major), Professional Studies core, and Content Pedagogy. A fifth component, academic concentration, is required in some programs of study (see following section). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Essential Standards (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies core component includes study of the historical, social, psychological, and philosophical foundations of education; human growth and development; ethics; learning theories; curriculum; instruction;  exceptional, diverse, and at-risk children; content area literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting.

Outlines of the requirements for each program area (major) follow and may also be found in the catalog sections for the respective academic departments.

Special Requirement for Undergraduate Initial Teacher Licensure Programs:

Academic or Professional Concentration

As required by the Board of Governors of The University of North Carolina, all students seeking a baccalaureate degree in Elementary Education or Health and Physical Education must complete an academic or professional concentration in a basic academic discipline as part of their degree requirements. A student must have a minimum cumulative QPA of 2.0 in academic and professional concentration courses to receive credit for the concentration. The 18‑27 hours comprising these academic and professional concentrations have been selected to provide students with a cohesive study of a basic academic discipline. Academic and professional concentrations are available in American Indian Studies, Art, Biology, English, Exercise and Sport Science, Geography, Geology, History, Mathematics, Music, Physics, Political Science, Psychology, Reading, Spanish, Special Education, and Sociology. Students may choose a second major of 30 hours in Philosophy and Religion rather than an academic or professional concentration. Academic and professional concentration requirements are listed with the respective department.

Declaration of Major and Advising

As soon as the student decides to major in teacher education, a Declaration of Major Form should be completed, including securing the required signatures, and submitted to the Office of the Registrar in Lumbee Hall. The form is then processed, and an advisor in the chosen program area is assigned. A major advisor is critical to a student’s timely and efficient progress through the Teacher Education Program.

Admission to the Teacher Education Program

The Teacher Education Committee selectively admits and periodically evaluates students in the Teacher Education Program on the basis of scholastic aptitude and suitability for teaching. Admission into the University as a student does not automatically satisfy eligibility requirements for admission to the Teacher Education Program. Eligibility for admission into the Teacher Education Program will be determined by regulations current at the time initial application is made for admission into the program.

To be eligible for consideration by the Teacher Education Committee and approved for admission
to the Teacher Education Program, each candidate must:

1. Have not more than 9 hours of the General Education requirements remaining.
2. Have earned a “C” (2.0) or better in EDN 2100  (Introduction to Education) or the approved equivalent course.
3. Have earned a grade of at least a “C‑” (C if the course was repeated) in all required professional studies core, content pedagogy, and essential standards courses completed at the time of admission, with the exception of EDN 2100 , which requires a grade of “C.”
4. Have at least a 2.5 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work.
5. Meet the state established scores on Praxis I, SAT, or ACT. An official copy of the scores must be sent to UNCP. Students must meet the scores in effect at the time they apply to and qualify for admission to the Teacher Education Program [see next section for details].
6. Satisfactorily complete an admission interview after completing all the above requirements.
7. Complete a Candidate for Professional Licensure (CPL) form. CPL forms are available in the School of Education Licensure Office and on the School of Education website.

Students with disabilities who may require special accommodations should consult the Dean of the School of Education.

Students should apply for admission to the Teacher Education Program when all of the requirements for admission have been met. Applications are available in the School of Education Licensure Office and on the School of Education website. (LIMITED PROGRESSION NOTE: Formal admission to the Teacher Education Program is a prerequisite for enrollment in many professional studies core, content pedagogy, and essential standards courses.)

Students will receive written notification from the School of Education that their application for the Teacher Education Program is approved or disapproved by the Teacher Education Committee. A student is not considered admitted to the Teacher Education Program until such notification is received.

Testing Requirement for Admission to the Teacher Education Program

State law requires that an undergraduate student seeking a degree in teacher education must attain passing scores on a pre-professional skills test prior to admission to an approved teacher education program in a North Carolina college or university. Students seeking admission to the Teacher Education Program must satisfactorily complete the Praxis I Series, which includes subtests in reading, writing, and mathematics, or achieve the state established scores on the SAT or the ACT that allow individuals to be exempt from Praxis I testing requirements. Students must meet the required scores in effect at the time they apply to and qualify for admission to the Teacher Education Program. The School of Education must receive an official copy of the scores before the student may be admitted to the Teacher Education Program. Student copies of scores are not acceptable. For more information about testing requirements or other requirements for admission to the Teacher Education Program, students should contact the School of Education.

Continuation in the Teacher Education Program

If a candidate earns a course grade lower than “C‑” in a professional studies core, content pedagogy, and essential standards course; if a candidate’s quality point average falls below a 2.5; or if a candidate’s application for admission to the Professional Semester of the Teacher Education Program is disapproved for any reason, the candidate is suspended from the Teacher Education Program. Candidates suspended from the program may not continue to progress in the program until the deficiencies are corrected. Required professional studies core, content pedagogy, and essential standards courses in which a grade lower than a “C‑” was earned must be repeated and a grade of “C” (2.0) or better must be earned. Upon correction of the deficiencies, candidates suspended from the program must request reinstatement in writing from the School of Education.

Enrollment in the Professional Semester

Enrollment in the Professional Semester is the culminating experience of the UNCP undergraduate Teacher Education Program. To be eligible for consideration by the Teacher Education Committee and approved for enrollment in the professional semester, each candidate must:

1. Be formally admitted to the Teacher Education Program one full semester (excluding summer sessions) prior to the professional semester. (NC Program Standards).
2. Have not more than six (6) hours remaining of degree requirements at the beginning of theprofessional semester, excluding those required in the professional semester.
3. The remaining hours shall not include professional studies core or content pedagogy courses. If the remaining hours include essential standards courses, the courses must be approved by the Program Coordinator and the Dean of the School of Education.
4. Upon approval by the Program Coordinator and Dean of the School of Education, the remaining hours taken during the professional semester must be scheduled at the conclusion of the school day, online or during weekends.
5. Have an overall quality point average of 2.5 (on a 4.0 scale) or better as well as a 2.5 or better in the candidate’s major field of study.

Two semesters prior to the internship, each candidate must complete the professional semester enrollment packet, including but not limited to the following items:

1. Advisor’s Recommendation for Professional Semester form signed by the candidate’s advisor, program coordinator, and respective department chairperson.
2. North Carolina Public School Health Examination Certificate and the UNCP Health Services Verification form.
3. Registrar’s Statement and Application for Degree form.
4. A résumé.

Candidates with disabilities who may require special accommodations during the Professional Semester should contact the Director of University-School Programs.

Candidates will receive written notification from University-School Programs that their enrollment application was approved or disapproved by the Teacher Education Committee. A candidate is not officially enrolled in the Professional Semester until such notification is made AND all University registration procedures are completed.

Removal from an Internship Placement

When all reasonable attempts to rectify an unsatisfactory situation fail, the following options may be considered:

• Change of placement
• Voluntary withdrawal (grade of “W”)
• Failure of internship (grade of “F”) or involuntary withdrawal (grade of “W”)
• Extension of placement (grade of “I”)

The Dean of the School of Education selects an appropriate resolution in consultation with the vested parties to include, but not limited to: public school representative(s) from the host school district, the intern’s Program Coordinator, the University Supervisor, the Director of University-School Partnerships, and the intern. The vested parties may recommend the assignment of “withdrawal,” “fail,” or “incomplete” for the internship semester to the professor of record for (a) change of placement, (b) failure or involuntary withdrawal, or (c) extension of placement. The University is in no way obligated to support or accommodate an intern whose conduct violates professional ethics or codes of conduct as defined by the Code of Ethics for NC Educators and the Teacher Education Program Candidate Standards. (See current Student Intern Handbook for additional information.)

Graduation

Students must apply for graduation. Applications, which are available in the Registrar’s Office, must be submitted at least two semesters before graduation (April 1st of the year prior is the deadline for December graduation; November 1st of the year prior is the deadline for May graduation). Application for graduation is a University policy, separate from any Teacher Education Program policies and procedures.

Time Limit Policy

Students will have five years from the date of completing course work toward licensure to be recommended by UNCP for initial licensure. After five years have lapsed, a student’s program of study will be reviewed and additional course work may be required before a recommendation will be made for initial licensure.

Residency Requirements for Teacher Education Programs

Undergraduate students enrolled in one of the licensure programs in teacher education at UNCP will complete a minimum of 30 semester hours (2 semesters) of course work at the University prior to enrollment in the professional semester.

Transfer Credit for Professional Education Courses

Upon the review and approval from the School of Education, up to nine (9) hours transfer credit may be granted for education courses. For each course for which transfer credit is sought, the student must furnish an official transcript from the institution at which the course was taken. Transfer credit will be accepted only from two‑ and four‑year colleges and universities with teacher education programs approved by at least one of the following: (1) North Carolina State Board of Education; (2) National Council for the Accreditation of Teacher Education (NCATE); (3) Teacher Education Accreditation Council (TEAC); or (4) appropriate regional accrediting agencies, such as the Southern Association of Colleges and Schools.

Undergraduate Licensure Programs

NOTE: Students who desire teacher licensure in any one of the programs outlined below should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Teacher Education Programs

The University offers teacher licensure programs through the School of Education and secondary licensure programs through departments in the College of Arts and Sciences.

The Teacher Education Program at UNCP is a cross-disciplinary program, governed by the Teacher Education Committee and administered by the Dean of the School of Education. General information about admission to the Teacher Education Program, policies and procedures, licensure and testing requirements, special programs, and resources appears in the School of Education section of this catalog. Please note that some licensure areas or majors are housed in the School of Education and some are housed in their respective academic departments in the College of Arts and Sciences. If you are looking for information about a specific program area, refer to the chart below to find out where it is housed and the name of the program coordinator.

Return to: School of Education